Instructional Strategy

INSTRUCTIONAL STRATEGY

Make It Stick!

Grade:

3-5, 6-8, 9-12, UNIV

Type:

Acquire Vocabulary

20-30

Minutes

When:

Before and during reading

Materials:

Make It Stick! graphic organizer, student devices, whiteboard or display, writing utensil

Description

Make It Stick! is a vocabulary-building strategy that promotes critical thinking in students by activating their background knowledge and building connections for future recall and use. It can be used in several modalities, including in whole-class or small-group work.

Procedure

Preselect key vocabulary words that align with a chosen text’s intended learning targets and desired student outcomes.

Write or display the vocabulary words on a whiteboard, chart paper, or digital slide.

Pronounce each word clearly, and ask students to repeat the pronunciation to ensure correct articulation.

Ask students if they have heard of or used any of the words before, encouraging them to share their prior experiences or knowledge of the words.

Provide a brief, student-friendly definition of each word, using examples and non-examples to illustrate the meaning. Discuss any multiple meanings or nuances of the words.

Distribute the Make It Stick! graphic organizer to the students.

Invite students to write the first selected term on the graphic organizer. Then model the use of the Britannica “double-click” dictionary tool by double-clicking on a vocabulary word to view its definition. Write the term and the definition on the organizer, inviting students to follow along with you. Model how to complete the remaining sections of the organizer, using a think-aloud strategy similar to the following one using the term ecosystem:

Image: “When I think of the word ecosystem, I imagine a forest with a variety of plants and animals.”

Example: “An example of this word in a sentence could be, ‘The rainforest is a diverse ecosystem.’ This helps me see how the word is used in context.”

“I will probably find this word in texts about science, especially biology or environmental science. It might also come up in discussions about nature and conservation.”

“I will remember this word by connecting it to a personal experience or a familiar concept. I can connect the word ecosystem to the garden in my backyard where I see different plants and insects interacting. This makes the word more meaningful and easier to recall.”

Invite students to continue to read through the selected article or text, either independently or with a partner, and complete the graphic organizer.

To conclude, encourage students to share their thinking with a partner or the entire class.

Differentiation

Scaffolded Graphic Organizer: Consider using prefilled sections for the graphic organizer, such as vocabulary words, definitions, and examples. This will provide students with a framework to follow when generating their own definitions or examples.

Extended Vocabulary Exploration: Encourage students to seek out additional vocabulary words related to the text instead of relying solely on familiar terms or those encountered within the text itself. Prompt them to incorporate these new words into their organizers. By actively seeking out and incorporating additional related vocabulary terms into their organizers, students enhance their language skills, critical thinking abilities, and overall comprehension of the topic.

Variations

Vocabulary Word Presentations: Incorporate a collaborative element by assigning each student or pair of students a specific vocabulary word. Ask students to research and present the definition, context, and connections of that word to the class.

Instructional Strategy

INSTRUCTIONAL STRATEGY

Make It Stick!

Description

Procedure

Differentiation

Variations

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